=Paper=
{{Paper
|id=Vol-3691/paper2
|storemode=property
|title=Teaching and Learning TRIZ as an Innovative Educational Technology: A Systematic Literature Review
|pdfUrl=https://ceur-ws.org/Vol-3691/paper2.pdf
|volume=Vol-3691
|authors=David Reyes-Huerta,Hugo Mitre-Hernandez,Uziel Jaramillo-Avila
|dblpUrl=https://dblp.org/rec/conf/cisetc/Reyes-HuertaMJ23
}}
==Teaching and Learning TRIZ as an Innovative Educational Technology: A Systematic Literature Review==
https://ceur-ws.org/Vol-3691/paper2.pdf
Teaching and Learning TRIZ as an Innovative Educational
Technology: A Systematic Literature Review
David Reyes-Huerta1, Hugo Mitre-Hernandez1 and Uziel Jaramillo-Avila1
1 Center for Research in Mathematics, Andadores Lasec y Galileo Galilei, Manzana 3, Lote 7, Quantum Ciudad del
Conocimiento, 98160, Zacatecas, Mexico
Abstract
Since its inception, the Theory of Inventive Problem-Solving (TRIZ) has been used to enhance
technological creativity. However, various difficulties arise during the process of learning and teaching.
This paper aims to provide a comprehensive overview of the ongoing research and challenges in the
application of TRIZ in teaching, learning, and the utilization of educational tools. The primary research
questions addressed include: What are the existing problems and difficulties in teaching and learning
TRIZ? What are the most commonly used and popular TRIZ tools for teaching and implementation?
What educational methods and tools are available to support the teaching, learning, and implementation
of TRIZ? The databases IEEE, Elsevier, Springer, and Google Scholar were searched from January 2010
to December 2022. The findings are discussed based on 15 primary studies, focusing on the challenges
encountered in learning and teaching TRIZ, difficulties in implementing TRIZ, and the available
educational methods and tools for TRIZ.
Keywords
Learning, Teaching, Education, Technological Innovation 1
1. Introduction
Innovation and the relentless pursuit of knowledge that propels it are of paramount importance,
given the close interrelation between a country's economic development and its capacity to
innovate. TRIZ (an acronym for 'Theory to Solve Inventive Problems' in Russian) has been
increasingly incorporated into the academic curriculum of several universities [1, 2]. TRIZ is a
unique methodology that provides a systematic approach for understanding and defining
problems. Unlike other related methodologies, it offers a suite of tools specifically designed to
generate problem-solving ideas [3]. In fact, recent research suggests that TRIZ training is
enhancing problem-solving attitudes among undergraduate students [4].
Historically, the teaching of TRIZ has predominantly been facilitated by experts in classroom-
based workshops, characterized by their extensive duration of 160 hours. However, a mere 8
hours of this allocated time is devoted to practical exercises. This approach has led to a substantial
gap in skill development, limiting the ability of trainees to effectively apply the methodology in
real-world situations [5].
The theoretical framework of TRIZ is noted to be quite comprehensive, thus necessitating
significant time investment for mastering its tools [5, 6, 7]. The combination of this broad scope
and its instructional design has posed challenges in knowledge acquisition and application [7].
The success of any educational methodology lies significantly in its capacity to foster student
motivation. Yet, this becomes a formidable challenge when the effectiveness of the teaching
methodology cannot be promptly validated. This situation can detrimentally affect student
motivation, which may consequently impede their learning progress [6, 8].
Another critique of the existing teaching strategy is its heavily theoretical focus, often
sidelining the practical aspect [6,9]. This disproportionate emphasis on theory over practice has
CISETC 2023: International Congress on Education and Technology in Sciences, December 04–06, 2023, Zacatecas,
Mexico.
david.reyes@cimat.mx (D. Reyes); hmitre@cimat.mx (H. Mitre); uziel.jaramillo@cimat.mx (U. Jaramillo)
0000-0002-9919-4399 (D. Reyes); 0000-0003-2840-3998 (H. Mitre); 0000-0003-4594-2862 (U. Jaramillo)
© 2023 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
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been highlighted as a major issue, compromising the overall effectiveness and applicability of the
learning process.
The primary objective of this research is to carry out a systematic review of the literature
pertaining to the challenges, tools, and methodologies employed in TRIZ teaching and learning
for professionals and/or students. This study aims to garner a comprehensive understanding of
the current landscape and identify any potential gaps or areas that warrant further investigation
in TRIZ education. Through a meticulous analysis of existing literature, this review aspires to
provide valuable insights, thereby contributing to the improvement of teaching and learning
practices within TRIZ.
This article is organized as follows: Section 2 introduces the Systematic Literature Review
(SLR) as a research methodology. Section 3 presents and analyzes the results of the SLR, while
Section 4 discusses the conclusions.
2. Methodology
For the research, a Systematic Literature Review (SLR) has been conducted. This method enables
the identification, evaluation, and interpretation of existing research on a specific topic [10]. The
process consists of three phases: planning, execution, and reporting of results.
2.1. Plan
The first phase of the systematic literature review (SLR) is planning. This phase consists of
several activities that range from identifying the need to conduct the review to defining the data
sources for information retrieval. The following activities are described in detail.
2.1.1. Research need
Since the inception of TRIZ in the USSR, its education has primarily been delivered by
independent providers and experts well-versed in the methodology. This was particularly the
case during the 1970-1990 period. Later, its teachings spread to the United States and Western
Europe in the 1990-2000 era [5]. Predominantly, these workshops have utilized lecture-based
pedagogy, aiding participants in comprehending the evolution and significance of the TRIZ
methodology. However, a noticeable gap persists in the development of practical skills. Despite
the initial enthusiasm students display during the training, they frequently grapple with
considerable challenges when attempting to apply TRIZ independently [5]. This issue can be
attributed to students' self-efficacy, or their belief in their own abilities to accomplish tasks or
goals [4].
2.1.1. Research questions
Three research questions were defined:
1. What problems and/or difficulties exist in the teaching and learning of TRIZ?
2. What TRIZ tools are the most used and/or popular for their teaching and application?
3. And what educational methods and/or tools exist to help in the teaching, learning, and
application of TRIZ?
2.1.2. Search string and data sources
To conduct the SLR, we extracted the essential keywords from the research questions. By
utilizing the logical connectors AND and OR, we formulated the search string to be used in the
data sources. The resulting search string is as follows: TRIZ AND (Teaching OR Learning OR
Training OR Challenge OR Education OR Tools OR Method).
2.1. Execution
The second phase of the SLR is the execution of the review, during which the inclusion and
exclusion criteria are defined to select the primary studies and subsequently extract the data.
For the execution of the SLR and the subsequent extraction of the results, the following data
sources have been selected: IEEE, Springer, Elsevier, and Google Scholar. The main properties for
selection criteria were the relevance to the research questions, inclusion/exclusion criteria, the
scope and coverage of TRIZ in education, and information accessibility.
2.1.1. Inclusion and exclusion criteria
As the first step in conducting the review, inclusion and exclusion criteria should be
established.
Inclusion criteria:
1. The articles must have been published between 2010 and 2022.
2. The articles must be written in English.
3. The articles must contain the word "TRIZ" in the title, AND in the title, abstract, or
keywords, they should include the terms: teaching, learning, training, challenges, and/or
method.
Exclusion criteria:
1. The articles considered for this paper should meet certain criteria. First, they should
primarily focus on the pedagogical aspects of TRIZ teaching. Second, they should provide
ample information about the challenges associated with learning this method.
Additionally, these articles should engage with discussions on the most frequently used
tools within the TRIZ methodology. Conversely, articles should be excluded if they
reference didactic methods or instruments that do not facilitate or enhance TRIZ teaching
and learning.
3. Results
The results of the SLR that has been carried out are detailed below. Data from the primary studies
has been extracted, analyzed, and synthesized.
3.1. Primary studies
A total number of 15 primary studies have been found. The process of identifying primary
studies through databases and registers is outlined in Fig. 1, encompassing three key phases:
identification, screening, and inclusion.
Figure 1: Selection process of the primary studies.
The summary of the primary studies can be seen in Tables 1, 2, 3 and 4.
Table 1
Description of the primary studies (part 1)
Problem/difficulty/challenge Brief description of proposal Ref.
The challenge lies in the time-intensive A solution through innovative TRIZ-pedagogics, [1]
nature of effectively teaching the Theory integrating TRIZ with other disciplines to
of Inventive Problem Solving (TRIZ) streamline learning. The author's method focuses
within engineering education due to its on applying TRIZ principles to "re-invent" systems
complexity, demanding more class from diverse disciplines, aiming to overcome
periods compared to less effective contradictions and enhance understanding.
methods, hindering its widespread
adoption.
Table 2
Description of the primary studies (part 2)
Problem/difficulty Brief description of proposal Ref.
Enhancing student competency in This study advocates for the strategic integration [2]
problem-solving within the STEM of TRIZ alongside other creativity models within
curriculum in Malaysia poses a the curriculum to fortify complex problem-solving
challenge, prompting the need for skills among students in Malaysian schools.
effective implementation strategies, Analyzing feedback and addressing highlighted
including the integration of TRIZ and issues will refine the teaching and learning
other creativity theories. process, ensuring continuous improvement and
efficacy.
Despite TRIZ's international acclaim in Authors aims to streamline TRIZ application by [3]
problem-solving, there's a need to introducing a simplified problem-solving model,
simplify its application and demonstrate showcasing successful integration with existing
its integration with existing methods like methodologies, and offering practical case studies
Six Sigma, CM, SCM, QFD, and Taguchi, to illustrate its efficacy. Through exercises and
while also highlighting its practical real-world examples, it aims to empower readers
adoption across companies of varying to harness TRIZ for innovative problem-solving
scales. and system evolution.
Understanding the impact of TRIZ This study aims to assess the influence of TRIZ- [4]
education on students' self-efficacy and based courses on students' self-efficacy and
problem-solving attitudes is crucial, yet problem-solving attitudes, examining shifts in
evaluating this beyond measurable pedagogical approaches (traditional vs. project-
outputs like exams and projects remains based learning) and course delivery (in-person vs.
a challenge, affecting sustained remote), offering insights to optimize TRIZ
problem-solving enthusiasm and education methods for enhanced problem-solving
resilience despite initial setbacks. skills and perseverance.
Despite TRIZ being acknowledged as a This paper aims to scrutinize the challenges [6]
robust problem-solving tool, its associated with the limited acceptance of TRIZ
acceptance and adoption among among learners in Malaysian industries by
learners in Malaysia, particularly within analyzing the experiences of TRIZ Level 3 experts.
industries and institutions, remain It seeks to uncover reasons for the low uptake and
limited, posing a challenge to its offer recommendations to facilitate wider
effective utilization and further study acceptance and utilization of TRIZ for innovative
uptake. problem-solving.
Despite its global adoption and This paper diverges from traditional TRIZ [7]
promotion, practical challenges hinder literature, focusing on practical challenges faced
the effective application of TRIZ, in understanding and implementing TRIZ, utilizing
overlooked in existing literature. a survey to gather firsthand experiences and
recommending key tools within the TRIZ toolkit
for beginners based on observed usage.
The implementation of an intensive 84 This paper outlines an analysis of the TRIZ master [8]
or 140-hour TRIZ master course, varying course, focusing on its structure, outcomes, and
significantly from traditional university student feedback. It aims to evaluate its
courses in subject, timing, and intensity, effectiveness, challenges, and impact on fostering
poses potential challenges and innovative thinking and problem-solving skills
opportunities that need assessment for among students within the University of Twente.
effective integration within the
curriculum.
Table 3
Description of the primary studies (part 3)
Problem/difficulty Brief description of proposal Ref.
The investigation assesses the impact of This study aims to deepen the understanding of [9]
TRIZ training within a global FMCG TRIZ training's influence on innovation by
organization, exploring factors scrutinizing the interplay between cognitive and
influencing innovative behavior, affective factors, job-relevant capabilities, and
cognitive and affective elements, yet environmental support, providing an enhanced
encountering variances in expected evaluation framework to measure the
outcomes and environmental support multifaceted impact of TRIZ training within
predictions in idea generation and organizational settings.
implementation phases, prompting the
need to refine the understanding of
TRIZ's comprehensive impact and
effectiveness within organizational
contexts.
The complexity of applying the 40 Method to simplify the abstract nature of [11]
Altshuller Inventive Principles in TRIZ, inventive sub-principles within TRIZ, aiming to
which demands high abstract thinking, enhance idea generation. It investigates the
hindering newcomers' effective idea impact of modified sub-principles on idea
generation in engineering problem- quantity and distribution across engineering
solving. domains among undergraduate and graduate
students.
The study focuses on leveraging TRIZ This research aims to empirically assess the [12]
innovation theory to enhance the efficacy of the "Double Creativity" course in new
training approach for "new engineering, utilizing quantitative and qualitative
engineering," aiming to cultivate measures to evaluate the impact of integrating
innovative thinking, problem-solving TRIZ innovation concepts into the teaching
skills, and engineering creativity among methodology. By employing pre-and-post
students. However, it lacks specific assessments, case studies, and student feedback,
quantifiable metrics or empirical it seeks to validate the tangible improvements in
evidence to validate the effectiveness of students' innovative consciousness, problem-
this integrated approach in improving solving capabilities, and overall engineering
students' innovative abilities proficiency resulting from this integrated
comprehensively. approach.
The research aims to enhance This study proposes an integrated framework [13]
innovation effectiveness in the merging Design Thinking and TRIZ methodologies
conceptual development phase of within the conceptual development stage of
industrial new product development industrial new product development, intending to
processes, leveraging problem-solving empirically validate its effectiveness through
techniques like Design Thinking (DT) and rigorous testing and validation within the
TRIZ, yet lacks comprehensive empirical automotive industry, aiming to provide tangible
evidence to validate the efficacy of their evidence of its applicability and benefits in an
integrated framework in improving NPD incremental industry context.
outcomes across industries.
Table 4
Description of the primary studies (part 4)
Problem/difficulty Brief description of proposal Ref.
The article addresses the challenge of This article advocates adopting structured [14]
dissatisfaction among senior executives problem-solving techniques (such as Subtraction,
regarding innovation in their Task unification, Multiplication, Division,
organizations despite acknowledging its Attribute dependency) within organizations,
high importance, emphasizing the need encouraging a shift from traditional brainstorming
for more effective and structured to "inside the box" thinking, aiming to
approaches to consistently generate systematically train individuals to generate
novel ideas during problem-solving innovative ideas by utilizing constraints and
processes. structured methods to solve problems creatively.
The challenge lies in not just imparting This article suggests leveraging gamification as a [15]
theoretical knowledge but also instilling recognized approach to teaching and learning
practical skills in individuals within a TRIZ, compiling and analyzing various games and
limited timeframe when learning TRIZ, case studies that offer playful yet instructive
demanding interactive methods for swift experiences, aiming to provide an overview of the
knowledge transfer and effective settings and types of games that facilitate
application effective TRIZ tool learning and application.
The challenge lies in designing a game, This case study details the development of [16]
TRIZzle, to teach the Theory of Inventive TRIZzle, focusing on addressing the challenge of
Problem Solving (TRIZ) effectively to explicit learning within an engaging gaming
beginners without an engineering context, aiming to provide insights and lessons
background, ensuring explicit learning learned for content experts planning to gamify
within a fun gaming environment. learning materials for teaching or training across
diverse fields.
The challenge is the absence of a This study proposes a categorization method by [17]
contradiction matrix of the 40 Inventive grouping the 40 IPs under five Service Redesign
Principles (IPs) in the service context, Approaches (SRAs), demonstrating through a
leading to increased time and effort in sample case study the feasibility of aligning
identifying the appropriate principles to principles with SRAs to streamline their
address service-related problems within application in solving service-related issues within
TRIZ. TRIZ.
3.2. Analysis and Synthesis of Results
Those who have taught or learned TRIZ have encountered various difficulties. These
challenges encompass the acquisition of knowledge, its application in problem-solving, its
breadth, the time required for understanding, the personal and organizational resistance they
face, the motivation required to learn it, and the teaching strategies that have been followed.
3.2.1. Benefits, Difficulties and Challenges of Learning and Teaching TRIZ
Lovotov and Sekaran [11] aimed to reduce the abstraction level of inventive TRIZ sub-
principles in order to generate more ideas. To achieve this, an experiment was conducted with
three groups of undergraduate and graduate students studying mechanical and process
engineering. The two undergraduate groups consisted of 40 and 34 students, while the graduate
group had 23 students. The distribution of ideas was focused on the fields of MATCHEM-IBD
(Mechanical, Acoustic, Thermal, Chemical, Electrical, Magnetic, Intermolecular, Biological, and
Data processing). The students were given 10 minutes to record as many individual ideas as
possible using the recommendations of the five inventive sub-principles for three given problems,
which were printed on the idea-generation forms. On average, students proposed 1.53 times
more ideas when using the less abstract sub-principles (5.63 ideas per person) compared to the
more classic sub-principles (3.67 ideas per person).
In a study, the effects of TRIZ-oriented courses on students' self-efficacy and problem-solving
attitudes towards design activities were investigated, particularly in relation to changes in
pedagogical approaches—namely, traditional learning (TL) and project-based learning (PBL)—
as well as course modality, including in-person and remote instruction [4] The study discovered
that PBL was more effective than TL in enhancing students' self-efficacy. However, TL proved
more efficient in improving students' problem-solving attitudes by the conclusion of the course.
In Malaysia, TRIZ has been introduced to enhance the complex problem-solving skills of
students in the Curriculum and Assessment Standard Document for Design and Technology
subjects [2]. This approach also integrates STEM courses with TRIZ for creative design. TRIZ was
initially implemented in 2018, and it became the first official textbook used in all schools across
Malaysia. A survey was conducted in Malaysia with 1032 respondents involved in the teaching
and learning process of TRIZ, out of which 72 respondents were students who shared their
learning experiences. The feedback received highlights the importance of higher levels of
creativity and innovation for both teachers and students, particularly in the Design and
Technology subject. The results also identified three main factors that contribute to the success
of TRIZ's adoption: (1) the process of explaining the application of TRIZ in the design and
technology subject, (2) the practical implementation of TRIZ knowledge in the classroom, and (3)
the availability of additional knowledge and resources to support TRIZ in the subject.
Individuals trained in TRIZ often assert that its complexity and rigidity make understanding,
acquiring, and applying the knowledge it provides a significant challenge [7]. This complexity
emanates from its array of tools, contributing to a convoluted structure. The resulting extensive
theoretical foundation frequently leads to a sense of tediousness during the learning process,
with assimilation of the information being no easy task [6].
As TRIZ is an expansive and intricate methodology, studies in this field demand more time
compared to other related methodologies [1]. Therefore, a substantial investment of hours is
needed to comprehend and practice TRIZ at a deeper level, which ultimately allows for the
production of meaningful results [7].
The presence of a standard is integral for guiding the application of TRIZ. Observations have
been made regarding the lack of a step-by-step structure that dictates the usage of the tools
incorporated in TRIZ [6, 7]. Thus, it is recommended to discover approaches to teaching the
methodology that simplify the identification of suitable tools for problem-solving, and offer a
clear application framework [7]. Instead of aiming to teach the entire breadth of TRIZ, it might be
beneficial to concentrate on teaching only the essential aspects, consequently developing a
simplified version that encourages swift results [7].
In many organizations, productivity takes precedence over innovation [8]. Given the extensive
learning period TRIZ requires, it can be challenging for individuals to readily embrace or
internalize the methodology [7]. Additionally, individuals might overlook the potential necessity
of a problem-solving methodology [7].
Resistance to TRIZ can also emerge from students during the teaching process. The difficulties
inherent to learning the methodology can lead to motivational issues. Moreover, individuals
already conversant with other related methods may not acknowledge the necessity to learn TRIZ,
thereby showing indifference towards it [6].
Three factors are critical when implementing TRIZ in an organization: personal motivation,
understanding of the methodology and its application, and an organization's willingness to adopt
it [8]. Once the benefits of using the methodology are evident and spark an interest in learning it,
individuals usually show willingness to devote the required time to master at least the main tools
[8]. The motivation to continue learning TRIZ often arises after its problem-solving effectiveness
has been witnessed [6]. Consequently, integrating practical learning to ensure comprehensive
understanding is seen as crucial, as it helps sustain appropriate motivation.
At the commencement of training, theory is usually the focus [9]. Often, the learners are
overwhelmed by the sheer volume of information and are made responsible for learning about
the subject with only guidance from the instructor. This approach, however, has resulted in a
somewhat negative perception of the methodology. Therefore, it's suggested to emphasize
practical exercises right from the onset of the training. By doing so, individuals can directly
experience the benefits of TRIZ, bolstering their confidence in its effectiveness [6].
Interestingly, some individuals have described their training in the methodology as
straightforward. This group found the training to be simplified, pragmatic, and engaging [9].
3.2.2. Methods and Tools of TRIZ
The published TRIZ-derived methods are designed to enhance the study of the methodology.
They provide simplified guidelines that make its understanding and application easier, while also
addressing the time required for its study, particularly when integrated into university academic
programs.
Additionally, an array of serious games and didactic instruments has been developed to assist
in the understanding and practical application of TRIZ, furnishing interactive environments for
teaching the methodology.
Ge and Shi [12], a training method for enhancing innovation ability in the context of "new
engineering" is discussed. This method incorporates the principles of TRIZ engineering
innovation and encompasses various aspects such as teaching content, engineering practice, and
ability training. Its primary goal is to foster students' innovative thinking and enhance their
problem-solving skills through the application of innovative approaches. The teaching approach
emphasizes experiential learning and role exchange, promoting the development of both
innovation and teamwork abilities. Rather than being solely driven by the teacher, classroom
activities involve active student participation. Students are divided into groups, where they
engage in collaborative discussions and task completion. This approach encourages students to
engage in research, analysis, discussion, decision-making, and evaluation, thereby fostering a
systematic problem-solving mindset. To evaluate the effectiveness of the method, the authors
applied it to a general design and innovative design course involving 100 participants. They
assessed participants' inventive abilities using a 0-10 scale before, during, and after the course.
The results showed improvements in various aspects, including design and analysis (M = 4.37),
design reasoning (M = 4.69), overall solution (M = 3.89), optimization and evaluation (M = 4.15),
innovative thinking (M = 3.71), and competition results (M = 2.21). However, the authors did not
provide any information regarding the challenges or difficulties encountered during the
implementation of their method.
A framework integrates integrating TRIZ and Design Thinking (DT) into the conceptual
development phase of an industrial New Product Development (NPD) process [13], they used DT
for problem treatment and problem definition, and TRIZ for solution verification, all in a the
discipline of continuous improvement. The framework was evaluated in an automotive case study
focused on developing a new, lighter weight vehicle body door seal concept. After testing, the use
of TRIZ to guide idea generation and screening proved to be more efficient. Ideas were compared
based on technical assessments of important variables, rather than engaging in unproductive
discussions between the design and engineering teams. Design thinking (DT) played a significant
role in engaging end-users during problem definition and prototype evaluation, which can be
challenging in an engineering-led project. Additionally, DT introduced the innovative concept of
"rapid prototyping" in the automotive context, proving to be highly efficient when dealing with
concept phase ideas.
Simplified TRIZ, a condensed version of the methodology, was developed and proposed by
Kalevi Rantanen and Ellen Domb [3]. This method begins with the definition of a system,
consisting of a tool and an object where the tool performs an action on the object. It further
emphasizes that the root cause of the problem to be addressed is a contradiction within the
system. Hence, the goal is to resolve this contradiction—once it has been clarified and properly
defined—through an analysis of the available resources, which includes environmental factors
and system waste. Additionally, a clear definition of the ideal final result is essential. This involves
depicting the best possible solution that effectively eliminates the contradiction. The 40
principles of inventiveness and patterns of evolution are incorporated into this method, serving
as supplementary tools to aid in achieving the desired end result.
TRIZ-Pedagogics was developed to address the time needed to learn the methodology when
it's integrated into university curriculum subjects. The method, known as Creative Theories,
involves problem-solving tasks that humanity has already resolved but are unknown to the
students. TRIZ application is necessary to find a solution using the knowledge acquired during
the course of study [1]. However, the implementation of the Creative Theories method is only
appropriate during a designated stage of instruction, specifically for solving tasks.
Systematic Inventive Thinking (SIT) [14], a TRIZ-inspired method, revolves around two
fundamental principles. The first principle, called a "closed world", suggests that people are more
creative when focusing on the internal facets of a situation or problem and when their options
are limited rather than broad. This involves utilizing only the available resources to generate as
many solutions as possible. The second principle, "function follows form", promotes thinking
about problem-solving differently. Instead of beginning with a well-defined problem as is typical
in innovation, SIT recommends starting with an abstract, conceptual solution and then linking it
back to the problem it solves. SIT also introduces the concept of contradictions, which occur when
two opposing factors must be reconciled. Addressing one factor often exacerbates the other,
leading to an unacceptable trade-off. Hence, resolving the contradiction becomes key to
effectively solving the problem.
GamiTRIZation, a serious game based on TRIZ heuristics, provides innovators with meta-
rules—rules for breaking the rules [15]. Yet, a contradiction exists with current games used in
teaching and learning TRIZ. Typically, games consist of established rules that must be followed,
which is counter to fostering innovation. GamiTRIZation, however, is an unconventional game
that can be applied to almost any existing game. The objective is to disrupt the host game's rules
during each turn using the 40 principles of inventiveness, thereby encouraging players to
innovate new rules.
TRIZzle [16], is a mobile game prototype designed to introduce the 40 principles of
inventiveness from TRIZ to individuals without engineering knowledge. The game spotlights ten
select TRIZ principles: segmentation, extraction, local quality, mixing, multifunctionality, nesting,
weight compensation, preliminary neutralization, copying, and change of optical properties. Each
principle is showcased in a unique game level with distinct features. The development of TRIZ
Puzzle involved a collaboration between a game development team and a TRIZ content expert.
The two entities together created a puzzle game that struck a balance between educational
content and enjoyable gameplay. This was achieved with guidance from an instructor.
The TRIZ Service Categorization [17] comprises cards representing the 40 principles of
inventiveness, categorized into five service approaches: self-service, direct service, preservice,
bundled service, and physical service. The categorization is established based on the similarity
between the approaches and the principles.
4. Conclusions and discussion
The information obtained by conducting the SLR has provided an overview of the current state of
challenges in TRIZ teaching and learning.
It can be concluded that the methodology is complex and difficult to assimilate, as the theory is
extensive and initially lacks practical application, leading to a sense of boredom among beginners.
Furthermore, certain TRIZ tools are preferred over others. Therefore, emphasis should be placed
on teaching specific aspects of the methodology to simplify the learning process.
An effort must be made in training to ensure that the theory and practice of the methodology
occur simultaneously, thereby promoting the acquisition of quick results in its application. This
approach would facilitate the adoption of TRIZ by organizations or individuals. Enhancing the
learning strategy and fostering student motivation are crucial aspects of teaching TRIZ.
The educational methods and tools presented in Table 5 have been implemented with the
objective of enhancing the teaching and learning of the TRIZ methodology. To establish the
criteria for comparison, we have considered the results obtained from the research question
"What problems and/or difficulties are encountered in the teaching and learning of TRIZ?" These
comparison criteria are described below.
Table 5
Strengths and improvement opportunities for educational methods and tools derived from TRIZ. 'x'
= Strength and improvement opportunities, and '-' = improvement opportunity.
Category Approach Criteria
Theorical Practical Simplified Application Internal
guide Production
Methods TRIZ-Pedagogics x x - - -
Simplified TRIZ x - x x -
SIT x - x x -
New engineering x x - - x
TRIZ and Design x x x - x
Thinking
Tools GamiTRIZation - x x - -
TRIZzle - x x - -
TRIZ Service - x x - -
Categorization
Theoretical: Didactic methods or instruments derived from TRIZ that, due to their design or
nature, have a greater weight in the theoretical part of the methodology, maintain the traditional
teaching strategy.
Practical: Didactic methods or instruments derived from TRIZ that, by their design or nature, have
a greater weight in the practical part of the methodology, change the traditional learning strategy.
Simplified: Didactic methods or instruments derived from TRIZ that, by their design or nature,
contain a smaller set of methodology tools than the traditional form, thereby simplifying their
teaching.
Application guide: Didactic methods or instruments derived from TRIZ that, by their design or
nature, can guide the problem-solving process and are not limited to just teaching some tools.
Internal production: Didactic methods or instruments derived from TRIZ that, by their design or
nature, are intended to produce results during the teaching and learning process. They can
motivate students in the teaching process and, therefore, also reduce personal or organizational
resistance to implementation.
To optimize the teaching and learning of TRIZ through various methods and tools, it is crucial to
adhere not only to the criteria identified in literature, which include theoretical, practical, and
simplified approaches, but also to tackle the most notable shortcomings. These deficiencies
include the lack of application guides that incorporate motivational aspects such as games or
gamification strategies, as well as fostering internal production through methods like experiential
learning, prototyping coupled with design thinking, or other such initiatives.
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